Wednesday, December 19, 2012

Our Professional Journey continues...


My greatest hope when working with families from diverse backgrounds is that I provide them with the needed support and guidance that they require. Sounds easy but much like the subject matter my thought runs deep this is not something I say in passing. I think each family is unique and so are their specific needs.  My thought is that we will be able to establish a strong sense of mutual respect and trust and with that it will help guide us in determining their needs and the specific needs of their child. Too, I will learn from them and they too will learn from me. And with this shared knowledge this will be lead us on the path and will guide us!

My goal for the early childhood field is that we should try and raise the bar on how we are serving families in regard to equity and quality. I have been in Arizona for just a short time and I see that we as professionals still have loads of work to do helping empower families. In Arizona I see that there is a great deal of inequity especially in the rural communities. My hope is that we can work harder to understand the importance of a families’ culture and embrace this.

A special thank-you goes out to each of my colleagues. My journey is enriched by each of you. Your professional thoughts and insights allow me to grow and truly do enrich this my Masters experience.

My hope is that our paths will still be moving together. If so I look forward to it. And if not. I wish you all the best. For those who are taking the last course I will see you, figuratively on January 7th.
Wishing you all a safe and Happy Holiday Season, and a Great New Year.

Yes, and Dr. Shephard a special thank-you from me to you! I have learned so much!!
You are a great instructor!!!


All of my best! Millie

Saturday, December 15, 2012

A child from Kenya my preparations is helping him to feel welcome.

Welcoming a child from Kenya would be a great cultural experience for all involved. Prior to the child's arrival, I would make it point to learn all that I can about Kenya and of the child's home village. I would read and learn as much as I could about the family and there reason for moving to this country. This may help me to better relate to the family and to be culturally responsive and possibly their emotional "climate, " prior to arriving to the United States.

Within my classroom setting, I would try to find items that are native to his country. I would work hard to boost up my multicultural area of my room as well as weaving additional "Kenya artifacts within the landscape of my classroom. Within the library area, he may find a sisal basket holding some of the books. I would try and have a weaving activity that would have the colors of the flag or a piece of  batik cloth may be stretched within the housekeeping area. I too would try and find some instruments from the region and place them within the music area of the classroom. I too would post pictures that are indicative of the landscape and of the animals that are inhabited in Kenya.

My hope is to have the parents come and visit and stay in the classroom prior to the child's first day of class. With hope of bridging the home and school and keeping in mind how important it is for the family to feel comfortable about sending their child to a new environment. During this visit, I would work hard at trying to establish a relationship with the family, I would too ask them of ways that I could help them to be comfortable with the new change. Being mindful of their culture and customs. My goals to would involve ways to bridge the gap between family and home. I would inevitably ask the family if they would be willing to share with the class common customs, food and parts of the language with the classroom.

My hope too is that the family would be able to bring in a picture of themselves and allow us to hang it up with the other family classroom photos.

I too would want to try and see if the family would be willing to share with us any artifacts from their native country.

Providing materials, and activities and acclimating myself with the Kenya customs and culture would be beneficially to both the children within the classroom, the family and the child. By providing this we are working hard to provide a unified front as well as a comfort level for all involved.


Sunday, December 9, 2012

My Personal Side of Prejudice


When I was a junior in high school, I experienced a situation that was oppressive and prejudice. Our school year book had been published and released, and within it was a quote that was very upsetting. A boy, who had just graduated, had placed a quote from Hitler within the yearbook, next to his senior portrait. I along with friends went to the Principal. He said unfortunately they could not do anything specifically, to change what had been done, as it had already been published. The boy had graduated, so again he could not be punished. After that incident, the school had to have the year book editorialized by more than one adult. 

The incident surprised me and yes, I felt somewhat oppressed, saddened and angry. I had trouble excepting that someone within my own community would think and write such anti-Semitic remarks. I too was disappointed that the school was not able to take a stronger stance. They had allowed someone to violate others in such a way, yet there really was little that could have been done. It was such a true violation of equity as it attempted to ignore people’s feelings in regard to man who had demonstrated such atrocities. 

Thursday, November 22, 2012

Microaggressions


Recently, just this past week I attended my first staff meeting, in conjunction there was a luncheon for a woman who was retiring. I was sitting with a few colleagues. They were talking about holding a graduation party celebration for one of the younger assistants in the office. The topic came up, about how they would have to set the time of the celebration, and post it for two hours before the actual time that the younger girl would be ready for the celebration, someone said, "Oh because Alma is always running late and the other said, "no she is on Hispanic time. "They laughed. Then one of my colleagues, Brenda, who is a gem... she is also Hispanic spoke up and said, "you know I am never late, actually I am always on time! "She was not angry. But this was an example of a racial microaggression. Brenda handled it eloquently. She was not going to allow others to get awake with a stereotypical racial comment.

This week I really enjoyed the media presentation, on microaggresions. I believe that Dr. Sue points are important ones. The world is diverse and individuals of all ethnicities and backgrounds need to be conscious in regard to respecting others. The theory sounds so simple, yet we know that its not. 

Saturday, November 17, 2012

Ethnicity and Culture


For this assignment, I spoke to three individuals of varying ages, abilities, race and ethnicities. The answers to the questions in regards to their personal thoughts about diversity were unique.
A teacher friend, who works with fifth graders, shared how her parents worked very hard at giving her and her brother continued exposure to varied cultures and ethnicities. She said that this allowed her to understand that part of our role is to understand support and except the differences in people and learn to celebrate what it is about each of our cultures that make us unique. Her family and her have had the opportunity to travel to various countries and she shared that her “favorite,” culture is and country is Italy. I asked her why? She said of course I love the food and the customs, but what I love most is their celebration of family. The ties between the generations are different then in America, they are very close nit in there ideas of family. My friend knew and understood that the idea of culture and diversity ran deeper then just the celebrations and customs.

  The next person I spoke with I just met recently. She is an administrative assistant in our office she is from Columbia. She came to the United States to go to college, met her now husband and is expecting her first child in May. She too, spoke of the perspectives, which make her Columbian culture unique. She though too highlighted the importance of family. How her culture takes special care and has a unique bond within her own family.

The third person I spoke to is from the Midwest she is in her 60s and is an Early Childhood Professional. She theorized that in Arizona there is a dominant culture. She believes that the dominant culture unfortunately influences the perspectives and views of the less dominate culture. 

Each individual understood how that cultures each have their own traditions, languages. They each though interestingly did talk about the importance of family. Each too believed we as a society, need to be stronger in our convictions when it comes to accepting, and being more open minded to other cultures and ethnicities.  My teaching friend stated that she was really glad that her parents had made the conscious decision to raise their children with a much more open-minded view of the world and the different cultures and ethnicities that exist.

I believe each of the three women I spoke too had a great strong understanding of culture and diversity. This exercise helped me to revisit my own role in regards to how I work with families and children in the early childhood field. It again reminded me that I need to be in touch with my own biases and professionally I have to know to keep the subject matter at the forefront of my work with educators in my role as mentor.

Saturday, November 10, 2012

My Family Culture represented by a ring, a mezuzah, and a family photograph


The three items I would choose are all clearly and closely linked to my families culture. The items are a mezuzah given to me by my mother, my grandmothers engagement ring which was brought here from Russia, when she immigrated, and lastly a picture of my family.

Each holds a deep personal meaning for me and my culture, and my family.
Let me explain a little bit about what a Mezuzah is. Mezuzah is Hebrew for doorpost. It is a piece of parchment with inscriptions of the Hebrew verse of the” Shema,” which are the first two words of a section of the Torah.  The Shema reads, “ Hear O’ Israel the LORD is our God, the LORD is one. For observant Jews the Shema is recited in the morning and evening during Jewish prayer services. The parchment is rolled into a small scroll and then placed within a small decorative box. This box is hung on the outside of the door of my home. It is slightly tilted towards the opening of the door. My mezuzah is 3 inches long, it has the Hebrew letters for SHEMA and it is silver. The mezuzah is placed on Jewish person’s home so that it fulfill the mitzvah the Biblical commandment to inscribe the words of the Shema on the doorposts of your house, and there is a ceremony and a prayer a Jewish person says when they fasten their mezuzah to their door. It in truth it is a blessing over the house.
So this would be a must if I had to move to a country, for wherever my family and myself live, the Mezuzah is on the doorpost and means the home is blessed.

In the late 1800s the Czar was persecuting the Jews in Russia and many immigrated to America. My paternal grandfather immigrated and only brought a few items with him.
My grandparents’ marriage was arranged before they left Russia. They both came separately and then were married here soon after they arrived.  After my grandmother passed away, my grandfather gave my father the ring and he in turn gave it to my mother when he proposed. When my mother passed away the ring was given to me. I wear it each day and it reminds me of my parents and my grandparents. It has great ties to my family and it has huge sentimental meaning to me.

My last item is a picture of my children with my parents. We are on the beach in Florida where my parents lived. My children were young, but the picture has and holds deep meaning of the importance of family, traditions and of the ties that bind us. Within five years of the photograph my parents both passed away.

I can’t even imagine how it would feel to be told that you could not keep items that you hold so sacred.

The insights I gained through this exercise are those in relationship to the value of family and how unique each families’ stories and culture are, and I again am reminded how grateful I am to feel and understand my families’ culture and the ties that keep us bound together.

Friday, October 26, 2012

My View of Early Childhood Research


My thoughts and reviews in regard to Early Childhood have surely shifted since the initiation of this course.

* I know that I feel less intimidated when reviewing research material. I now approach it with greater ease.

* My ideas have changed in regards to how I view research. I view it less from a theoretical perspective.

* When I think about planning and designing and conducting research I still see it as a process. It is a process that has to be conducted with a great deal of thought and organization.

* The challenges specifically for me throughout this course had to deal with my abilities to understand vocabulary and the terms that I was not familiar with. The weekly charts helped in respect to keeping up with and applying the new terminology.

* Initially the formation of the research simulation hypothesis was a bit of a challenge. But with the support and guidance from our varied professors, this barrier became less of a challenge.
* My perceptions of early childhood professionals have been slightly modified, since the inception of the course. I see a new role for the early childhood professional, that is as a researcher.

Saturday, October 6, 2012

Early Childhood of Australia


I investigated the early childhood Australia website. I found two interesting research topics which caught my attention. The first; “Early Childhood Service Delivery for families living with disability; disabling families through problematic implicit ideology."This article took a look at service delivery options for families. I was surprised as they discussed in great detail the service delivery option which is provided at home, by the parents of the child.

The second article highlighted, "The challenges of implementing primary arts education. What our teachers say?"

This article focused on the teacher’s perspectives and thoughts on taking the role of the provider of arts education to the children within their classroom.

I was surprised to learn that teachers were responsible for teaching in the four subject art areas of visual arts, music, drama and dance. As I read the article I was not surprised that most teachers felt uncomfortable when it came to initiating music education and instruction.

What I found note worthy in regards to this site, was the fact that it reminded me in many ways of the NAEYC website. It provided links to position and policy statements, key articles on the latest trends as they relate to educators, young children and families living in Australia. It too had links to the Australian Journal of Early Childhood, as well as multiple resources on the topic of early childhood education.

 Resources:
http:www.earlychildhoodaustralia.org.au/

 

Saturday, September 22, 2012

Peer Mediation


During my many years of teaching I have always been intrigued at how well children with varying abilities were positively impacted by their peer groups.  And I often used the expertise of some of these peers to help and model appropriate skills and behaviors of the children who I knew could benefit. One of my favorite “peer models, “ was a girl named Zoe. Zoe was enrolled in my class for a three-year period. Zoe was hearing impaired. She read lips like a pro from the time she was two. She wore hearing aides though often would want to leave them in her book-bag, cause as she said, “ I don’t need them.” Zoe was as smart as she was stubborn. During her third year of preschool, she just missed the cutoff for kindergarten entrance, I often teased that if I was ever sick, my classroom aide really did not need a substitute for the day, and the district could just hire Zoe. Zoe was a great peer model. She was an incredible child, though disabled herself, she worked hard to help other children who had varying abilities.
   So, when we were asked to find a research article in which a family and children benefitted, I wanted to find one that focused on the effectiveness of peer modeling for children with varying abilities. I spent time helping “teach, “ Zoe how to be an appropriate peer model.”  Zoe had a gift of wanting to teach and show others, she was such a strong visual learner and a natural teacher. Initially I asked her Mom if it was ok, and her Mom was thrilled. So this research article is dedicated to Zoe, (who at the time was five years old), and all of the children she positively impacted. By the way I think Zoe taught me a few lessons as well.
     


The study was conducted by the Studies to Advance Autism Research and Treatment (STAART) Network. The funding was funded by the National Institute of Health. Children with Autism Spectrum Disorder (ASD), who attend regular education classes may be more likely to improve their social skills if their typically developing peers are taught how to interact with them than if only the children with ASD are taught such skills. According to a study funded by the National Institutes of Health, a shift away from more commonly used interventions that focus on training children with ASD directly may provide greater social benefits for children with ASD.”

Many families, whose children have ASD, often worry greatly about their child’s ability to interact with their peers. Some parents that I have worked with have sent their children to special programs, which teach specifically, social skills training. This is a great research study for parents, families and teachers and speech therapist alike. It reminds us the importance of the peer model, and that the social skills training in isolation for children with ASD are not as beneficial. Instead it raises the importance of when teaching children with varying abilities social skills it is just as important to teach the typically developing children ways to help their peers with ASD.


References:

Kasari C, Rotheram-Fuller E, Locke J, Gulsrud A. Making the connection: randomized controlled trial of social skills at school for children with autism spectrum disorders. J Child Psychol Psychiatry. 2012 Apr;53(4):431-9. doi: 10.1111/j.1469-7610.2011.02493.x. Epub 2011 Nov 26. Retrieved from: http://www.clinicaltrials.gov/

Saturday, September 15, 2012

INCLUSION


My research topic is on inclusion. The first subtopic is; how is being served in inclusionary classroom environments impacting typically developing children? The second subtopic I have chosen is; are children with specific learning needs being served appropriately in community settings like Head Start and community day cares. My third subtopic is what implications does the role of mentor have in supporting early childhood teachers who are serving children with special educational needs in community setting?
Picking inclusion as my topic for the simulation was not too difficult. I had taught in a special education classroom for the last twenty years. The program was unique, as it served children who qualified for special educational programming, along with serving families who qualified for Head Start programming. The classroom was housed in a Skilled Nursing Facility. It is a great program. I love how it takes on the needs of many. I left the classroom in 2011, and now through the pursuit of the Masters am forging new professional paths. Throughout my teaching role, I had questions I would ponder in relationship to how children with varied learning needs are being best served. This is what led me to pick my subtopics.
As I write this, I am wondering what if any experiences do my colleagues have with varied learners? Do any of you have first hand experience with mentoring or being mentored? If so what are your opinions?
With this being our first blog assignment, I would just like to say I am looking forward to reading more about each of your own research simulations.
Millie

Saturday, August 18, 2012

International Awareness


Though I can understand the time constrains that occur within early childhood programs throughout the world, for that was the reason two of the people I contacted stated they could not continue to take time to communicate with me. I was still saddened that I was unable to connect with an international contact from a program a broad.

Yet, even though I was unsuccessful, I was happy for Caty that she was fortunate to have a great international contact, Fany. Each week I looked forward to learning more about Fany and her professional path as well as the hurdles and struggles which she continues to work hard to overcome. Thanks Caty.

As I reviewed and revisited some of the international web sites throughout our course work, I realized my professional awareness lens has widened and the focus is much more detailed and clearer. The knowledge and the ability to have a better understanding of other countries trends and issues broaden, my professional lens. Reading the stories and the hardships and struggles of the children and families and in countries in Africa, Brazil and Argentina, Zambia, Chile contributed to me having a greater understanding of how poverty, equity of access and how economics impacts the children’s early childhood programs in these countries.

Learning about the international early childhood field allowed me to have a deeper knowledge of how one particular trend or issue can and does have an impact on other issues and trends. The trends interconnect, and encompass each other. Like when I studied about the Health Economist from Harvard, Dr. Fink and his work in Malaria in Zambia. Eventually his work opened up additional doors and issues related to how the vaccination was effecting children’s development. He eventually sought out the knowledge of a child developmental specialist and they collaborated on a developmental screening tool for the area. I liked learning how the reality of one issue can impact and possibly have a positive impact on another issue.

The studies of international trends lead me to learn more about how other countries too are and continue to be successful in providing quality programming to children within their countries. The Nordic countries successful systems can allow the United States and other countries to learn and follow their models. Though it can be a tall order to embrace the European and Nordic philosophies, I believe it is imperative that we look strong and hard at their successes and try and model and adapt our programming to mirror their quality programming achievements.

The studies of international programming definitely widened my own scope and helped me professionally embrace the needs of family and children throughout the world.

I look forward to accessing other international websites and am excited about the prospect of acquiring deeper knowledge as I learn about the successes and the obstacles other countries face as I continue with my work and efforts in my Masters program.

I too want to thank all of my colleagues who through by sharing their own expertise, experiences, knowledge and research have contributed to my professionalism. I have enjoyed our time together! I wish all of you good luck in your professional pursuits. My hope too is that our paths will continue to cross. I feel honored to have spent these last 8 weeks with all of you, and again wish you continued success!
Millie



Multimedia: "The Four Cs of Issues and Trends: Change, Contexts, Consequences, and Constants". A visual narrative of how issues and trends arise out of specific contexts, and a tool to analyze issues and trends.

Zambian Early Childhood Development Project, (2012). Global Children’s Initiative. Center on Developing Child Harvard University.
Retrieved from:
http://developingchild.harvard.edu/activities/global_initiative/zambian_project/

Saturday, August 11, 2012

The United Nations Educational and Scientific Organization



The United Nations Educational and Scientific Organization Early Childhood is devoted to leading the policy drive for health and holistic well being of the child. During this course we have heard Delia Vasquez bring up that we cannot forget to look at the whole child. In my assessment of my professional goals, I know that this statement resonates with my true feelings about serving children. There are so many variables surrounding the issues and trends within the early childhood field. Yet, I consciously think that no matter where my professional path takes me, I know that understanding the child, his family and their needs is and always will be my primary focus. Whether that is within a classroom setting or at a meeting of community leaders, I will always be asking myself how can I best serve children?
An area of the UNESCO Early childhood site is devoted to 10 reasons to invest in Early Childhood Care and Education. As I read each of the reasons stated, there is a few which are closely aligned to my professional goals. # 8 reason; ECCE levels the playing field by compensating for disadvantages in the family and reducing inequalities between rich and poor. It is thus a key component to breaking the cycle of intergenerational poverty. (UNESCO 10 reasons, 2012).
Professionally my hope is that my future early childhood education role will allow me the opportunity to advocate for children and families who do not have the opportunity for equitable access to a preschool education. I also want to help lawmakers and policy makers to understand how crucial it is for us to invest in the future of early childhood education. Reason # 5; ECCE is cost-effective in that it serves as preventive measures, saving cost for later compensation and remedial interventions. # 4 reason: ECCE has a beneficial effect on school preparedness and later learning, and leads to higher school enrolment, particularly for girls. When we invest in our young children we invest in our country and world’s future. Under the early childhood menu, were three subheading; access and equity, quality and lastly investment and financing. Central governments must ensure an equitable distribution of resources among different populations and especially those who live in the most disadvantaged regions, (UNESCO 2012).

Advocacy for the education and health care of young children is the commonality between the international websites and our focus here in the United States. Though the specific issues globally may be different, we all have the same goal serving and advocating for young children and their families.


References:

Laureate Educate, (2010)."Excellence and Equity of Care and Education for Children and Families—Part 1" (approximate length: 8 minutes) Conversation with Delila Vasquez (Director of Program Services, Los Angeles Universal Preschool) about equity and excellence of care and education for children and families—focus on curriculum, assessment, achievement gaps, standards, etc.

Wednesday, August 1, 2012

KIDS SHARE


NIEER: The National Institute for Early Childhood Research.

One of the headlines from the newsletter dated Friday July 27, 2012, read as follows; But Federal Funding for Children’s Programs Falls. I followed the link, which lead me to a pdf, written by the Urban Institute.  KIDS SHARE is the title of the article.

The report starts out by saying; federal spending on children fell by 2 billion in 2011, the first such decline in 30 years, (Issacs, Toran, Hawn, Fortuny & Steurle, 2012). The report goes on to say spending is also expected to decline in 2012, as funds provided under the American Recovery and Reinvestment Act of 2009, (ARRA), are nearly exhausted.

While the federal government spent less on children, total federal spending increased, from $3.52 trillion to $3.60 trillion. As a result, the share of the federal budget allocated to children fell from 10.7 to 10.4 percent. Federal spending on education was 5 billion dollars lower from 2011 to 2009.

State and local budgets, which in the past have contributed as much as two thirds of total spending on children, have been hit by the recession. We estimate that state and local spending per child fell between 2008 and 2011.

As the temporary, boost in spending under ARRA comes to and end, federal spending on children is projected to fall. In the absence of legislative action, our projections suggest that federal outlays on children will fall by 6 percent in 2012 and additional 2 percent in 2013. Only once in the last half-century was there a similar decline, when the real outlays on children fell by 7 percent between 1980 and 1985.

This reports is 50 pages long. It goes into great detail of spending on children’s programs and the future projections on expenditures and funding. After reviewing the report I asked myself, this question, how can we utilize our knowledge, and viable research to help families access programs if the funding is not there to support quality programming?

References:
Issacs, J., Toran, K., Hawn, H., Fortuny, K., & Steurle, E.C. (2012). Kids Share (2012). Report on Federal Expenditures on children through 2011. Urban Institute. Retrieved from: http//www:urban.org/UploadPDF/412600-Kids-Share-2012.pdf

Saturday, July 28, 2012

Global Children's Initiative





Unfortunately, I did not hear from either of the individuals who I contacted through the podcasts. Therefore, I explored the Center on Developing Child and found three global initiatives headed by Harvard University.
ZAMBIA
In Zambia, there is little evidence available in relationship to early childhood development, health children’s development and educational outcomes. An international health economist at Harvard University School of Public Health Gunther Fink was studying an ongoing anti malaria initiative in Zambia. In 2004 Gunther Fink began an anti-malaria campaign, in six years the children mortality rate for children under, five dropped by 30%. In order to clearly access the impact of the initiative Fink and his colleagues determined that they needed to access the social emotional, cognitive, health development of the children at the age of 6, prior to entrance into primary school. He determined he needed to utilize an assessment so he could evaluate the long-term effects of the anti-malaria initiative; he would follow the children’s development through out their entire school years. With a colleague at the University of Zambia they had to create a new, assessment, which was culturally appropriate.  
In 2010, Fink and colleagues completed the new instrument and began using it to survey the first cohort of about 2,000 children nationwide. The hope, Fink says, is that some sections of the instrument will be useful for comparisons within Zambia, others for comparisons within sub-Saharan Africa, and still other sections of the survey will permit broader global comparisons. (The project has been carried out in partnership with the Zambian government and UNICEF Zambia.),
(Harvard international global children’s initiative, 2012).

Núcleo Ciência Pela Infância Center
 This is the name of the new Center the first programmatic effort outside the United States for Global Children’s Initiative. Nucleo Ciena Pela Infancia is collaboration between the center, the David Rockefeller Center for Latin American Studies at Harvard University and the Faculty of Medicine at the University o Sao Paulo and Insper. The project embodies the work of policy makers, civilian leaders, and Brazilian scholars. The goals are to strengthen leadership around early childhood development, build a scientific agenda, synthesize, scientific knowledge.


“A GOOD START” UN BUENO COMIENZO (UBC)
A collaborative project in Santiago Chile, is improving early childhood education through teacher professional development. The project focus is to improve quality to education to four to six year olds especially in the area of language development. The project too is also focused on intervening with critical health areas to improve the attendance and as well as social emotional development. The program hopes to get families involved in their child’s education.

Zambian Early Childhood Development Project, (2012). Global Children’s Initiative. Center on Developing Child Harvard University.
Retrieved from:
http://developingchild.harvard.edu/activities/global_initiative/zambian_project/

Applying the Science of Early Childhood In Brazil, (2012). Global Children’s Initiative. Center on Developing Child Harvard University.
Retrieved from:





Un bueno comienzo, a good start, (2012). Global Children’s Initiative. Center on the Developing Child Harvard University
Retrieved from: http://developingchild.harvard.edu/activities/global_initiative/ubc/ 

Saturday, July 21, 2012

NIEER



Within the NIEER’s newsletter this was one of the issues addressed; This article discusses and reinforces  much of what we have been talking about this week, as well as what Dr. Grace discussing in relationship to America's early childhood programs compared to those in Finland and other Nordic Countries. I will just highlight a part of it....T Retrieved from: http://www.lienfoundation.org/pdf/news/sw_report.pdf

WHERE DOES YOUR COUNTRY RANK IN EARLY EDUCATION?



The data are really incontrovertible,” explains Sharon Kagan, a professor of early childhood and family policy at Columbia University in the US. “Three strands of research combine to support the importance of the early years. From neuro-scientific research, we understand the criticality of early brain development; from social science research, we know that high quality programmes improve children’s readiness for school and life; and from econometric research, we know that high quality programs save society significant amounts of money over time. Early childhood contributes to creating the kinds of workforces that are going to be needed in the twenty-first century.” 



There are also broader reasons to invest in preschool. At one level, it helps facilitate greater female participation in the workforce, which bolsters economic growth. Early childhood development is also a major force in helping overcome issues relating to child poverty and educational disadvantage.2 “It is about those very young children who are going to grow up as successful lifelong learners and citizens making an economic contribution to society,” says Christine Pascal, director of the Centre for Research in Early Childhood (CREC), an independent research organization. “This is especially so in very unequal societies where you get generational and cyclical repetition of poverty and low achievement.” 



The report goes onto to state that Nordic countries perform best at preschool and European countries dominate the rankings.



In general the leading countries in this Index have the following elements in place for their preschool systems.



·      A comprehensive early childhood development and promotion strategy, backed up with a legal right to such education.

·      Universal enrollment of children in at least a year of preschool at ages five or six, with nearly universal enrolment between the ages of three and five.

·      Subsidies to ensure access for underprivileged families.

·      A well-defined preschool curriculum, along with clear health and safety standards.

·      Clear parental involvement and outreach.

·      A broad socioeconomic environment that ensures that children are healthy and well nourished when they enter preschool.

·      Where provision is privatized, the cost of such care is affordable relative to average wages

·      A high bar for preschool educators, with specific qualification requirements. This is often backed up with commensurate wages, as well as low student-teacher ratios.

       
Another interesting article I found expressed an important issue in regard to current thinking; looking at policies related to early childhood education teachers. There is a serious mismatch between the expectations we place on early childhood teachers, and the quality and relevance of available preparation, supports for learning on the job, and compensation and benefits, (Whitebrook, & Ryan, 2011). Within the policy brief it expresses concern that there is not enough research to determine the content and quality of teacher preparation programs. One of the recommendations is to revamp the content and structure of teacher higher education and professional development to include more practice-based opportunities and integrate a focus on area related to brain research language acquisition and diversity.





I thought the policy fact sheet highlighted many important issues as far as the need to have teachers who are well trained and prepared and knowledgeable. It brings about the importance of compensation.







Again another article .....
One Economist brought about another good point about why it is important to invest in quality early childhood programs. Beyond the positive effects we have been discussing, it brought up the point that having, excellent early childhood programs locally is good for business. People who are looking to move into new areas to live are looking and evaluating the early childhood programs within the locality.



The NIEER website shares continued research information in regard to current funding, programs and state initiatives to provide quality preschool programs. The website is comprehensive and reports current research, trends, programs, policies in regard to implications to early childhood programs, and the children and families they serve.



I read an interesting article; Holding back to get ahead. More parents are redshirting' their kids. A growing number of parents sending their children, particularly their boys, to kindergarten at 6 years old instead of the traditional age of 5.

It’s a practice known as “redshirting” — a term culled from the practice of postponing college athletes’ participation in competitive games. Experts say it’s becoming increasingly popular among parents of boys, as girls mature and develop more quickly in their younger years.



I found the coined term red shirting interesting. I sent three of my own children to kindergarten all girls when they were six. Each of them had August September birthdays. I understand the importance of parents feeling like their children need to be emotionally as mature and “ready,” for kindergarten as their peers. Interestingly enough I am not sure it is or was the best decision. There were definite pros to having my own children start school when they were six. But there were also draw-backs. I think it is often hard to look to the future and think about what your child’s maturity level will be like when they are sixteen years old. The drawbacks for each of my girls was that once they reach their junior senior year of high school they were totally bored with school. I believe this was partially because they were older. It was almost like they became as or more mature then their peers. So knowing what I do now, I am not always sure I would of held the girls back.









Resources:

Starting well: Benchmarking early education across the world (2009). A report from the Economist Intelligence Unit. The Lein Foundation. Retrieved from: http://www.lienfoundation.org/pdf/news/sw_report.pdf

Whitebrook, M. Ryan, S. (2012) Preschool Policy Facts. Degrees in Context:

Asking the Right Questions about Preparing Skilled and Effective Teachers of Young Children.



A Boyd, (2012). Holding back to get ahead. More parents are redshirting their kids. Ashbury Park Press. Retrieved using the NIEER Web site to this link:

http://www.app.com/article/20120719/NJNEWS15/307190113/Holding-back-to-get-ahead-More-parents-are-redshirting-their-kids-in-early-grades.

Saturday, July 14, 2012

Poverty in Mongolia

Poverty in Mongolia.
I visited the website http://wwwchildhoodpoverty.org. I decided to study the country of Mongolia.


A friendly reminder of the exact
location of Mongolia. 






(google images 2012)







In 1990, Mongolia went from a socialist country to a multi part democratic state with a liberalized economy. From 1990 to 1997 there was a large shift in the countries' economy. In 1997 Mongolia joined the World Trade Organization. 

The rapid structural adjustment of the economy hit the Mongolian families hard. Unemployment rose and inflation and prices soared. Due to these economic changes cuts in occurred in social service and welfare support.  This shift effected the Mongolia families as there's was a huge gap of people who benefited from the market economy and those who did not. 

The population of Mongolia is 2.4 million. About 32 % of the population live in the capital city of Ulaanbaatar. (United Nations Economic Social Council, 2002). According to the Living Strands Measurement Survey  (LSMS) a survey was conducted from the World Bank. According to the LSMS, 35.6% of the population lives in poverty. Of those 39.4% of the urban population, and 32.6% of the rural population are poor.  

In studying children and families living in poverty in Mongolia, CHIP focused on migration, as this is an important strategy of many families, their way of coping with poverty. Families often migrate to urban area. The migrant children are 3 times more likely to be out of school versus children who are long term residents. 11.9 % of the migrant children are out of school while only 3.6% of long-term resident do not attend. Migrant children are also more likely to drop out of school. 8.9% of migrant children where as only 2.2 % of long term urban resident children. CHIP reports the main reason for non-attendance and drop out are urban schools are not accepting migrant children, and the lack of nearby schools and the need to look after the livestock as well as the cost of education. Prior to 2003, migrant children were charged a registration fee to be enrolled in school. Many believe this may have exacerbated and been part of the reason why the rural children did not attend school while living in the city.

High levels of out-migration appear to be linked to reducing educational opportunities for families left behind. Migration, declining population effect and impact school budgets. According to CHIP the declining quality of education means some parents and children believe that caring for livestock is more useful for children (especially boys) then education. (CHIP 2002).


After reading the information provided by CHIP I was searching for information on children who live in Mongolia. I am sharing this photo montage from U-Tube. If you click on the arrow it will load. 












I also happened on an article which was I thought I would share as well.



WASHINGTON DC, March 6, 2012 – The World Bank today announced the signing of a grant of US$ 10 million to support early childhood education in Mongolia. The grant, funded by the Global Partnership for Education, will help Mongolia provide access to early childhood education for children in disadvantaged communities.

“Improving access to early childhood education is critical to reducing poverty in Mongolia,”said Klaus Rohland, World Bank Country Director for China and Mongolia. “This initiative will help children develop the cognitive and social skills needed to succeed throughout their education and throughout their lives.”

The project will build 37 kindergartens in urban and peri-urban areas throughout the country and create alternative pre-school classes in mobile ger-kindergartens that follow herders in the summer. It will also improve teaching and learning environments by supplying learning materials, furniture, equipment, and toys, and undertake monitoring and evaluation.


Every year, about 4,000 additional children will be able to attend kindergarten and 1,500 additional children will participate in the programs organized by mobile ger-kindergartens”said Minister Y. Otgonbayar, Minister of Education, Culture and Science.

International evidence has shown that investing in early childhood education yields the highest economic returns because early learning and the formation of good habits and social skills are far more productive than later, remedial education and training. The internal rates of return of rigorously evaluated early childhood education programs range from 7 percent to 18 percent, which are higher than the rates of return to financial capital.

Investments in early childhood education are a highly cost-effective strategy to break the inter-generational transmission of poverty and improve productivity in the long run,” saidPrateek Tandon, World Bank Economist and Task Team Leader for the project.
The project was conceived in response to Mongolia’s introduction in 2008 of a 12-year education cycle, expanding its original 10-year cycle to conform to international norms. The expansion has enabled the admission of students at the age of 6 to the first grade. This transition required the government to ensure that every 5-year-old child is ready for school by enrolling them in kindergarten.

Resources:


        Map of Mongolia 2012 Google Images: Retrieved from:ttp://www.google.com/search?q=google+images+result+mongolia

        Poverty Statistics in Mongolia (2002). United Nations Economic and Social Council. Retrieved from: http://www.unescap.org/stat/cos13/cos13_8e.pdf

        Childhood Poverty Research and Policy Centre Case Studies on Countries Retrieved from:
http://wwwchildhoodpoverty.org

        Mongolian Children's Song Retrieved from:http://www.youtube.com/watch?v=1ZyZ8ohaqnc

        The World Bank 2012, (March 6). Mongolian Children in Disadvantage Communities to Receive Better Access to Early Childhood Education. Retrieved from: http://www.worldbank.org/en/news/2012/03/06/mongolian-children-in-disadvantaged-communities-to-receive-better-access-to-early-childhood-education